Careful, intentional, productive questioning is one of the most pow-
erful tools a skillful teacher possesses. Engaging students by posing ques-
tions is a clear signal that the teacher is “democratizing” knowledge in
the room, conveying a sense that every student is capable of knowing.
When a teacher begins a question with “Who can tell me... ?” it imme-
diately signals that only certain students have the answer. If the teacher
begins the question with “What do we know about... ?” the words sig-
nal that all students have something to offer. If a teacher poses questions
to which the answers already are known, students try to guess what’s in the
teacher’s head and search for conformity, agreement, and certainty. But
if neither the teacher nor the students know the answers, they can share
sincere, collaborative inquiry as they search for solutions.
This chapter describes powerful questioning strategies that are
intended to equip teachers with the linguistic skills and metacognitive
maps to do the following:
•Monitor their own questions, to ensure the question’s clarity of pur-
pose, level of complexity, and positive intention.
•Formulate and pose powerful questions that intentionally challenge
and engage students’ intellect and imagination.
•Enhance students’ self-esteem.
•Observe the effects of the questions on students’ thinking.
•Engage students’ use of one or more of the Habits of Mind.
•Serve as a model for students to emulate in their questioning.
Remember that one of the ultimate purposes of asking questions is to
help students increase their own habit of questioning and posing prob-
lems. The following criteria, diagrams, and examples can be shared with
students so that students will not only understand a teacher’s questioning
strategy, but also become skillful in posing powerful questions themselves.
To e n c o u r a g e s u c h d e v e l o p m e n t , t e a c h e r s mu s t i n t e n t i o n a l l y m o d e l c o m -
plex questions presented in language students can understand.
Some Questioning “Don’ts”
We s t a r t b y i n v i t i n g t e a c h e r s t o h ei g h t e n t h ei r aw a r e n e s s o f t h ei r c u r r e n t
questioning patterns. Are you miscuing, confusing, or limiting student
136 Learning and Leading with Habits of Mind